E-LEARNING AS A STRATEGIC IMPERATIVE FOR UNIVERSITIES IN IRELANDNovember 2004

The UK Experience of eThe UK Experience of e--Learning Learning

Diana LaurillardE-Learning Strategy Unit

Responsive providers Learning at the

heart of communities

Flexibility and choice The 5-year

strategy for a 21st century educationsystem

Personalised learning

A Self-Improving System Adult skills and social inclusion

Productive time Diversity of provision and providersLearning workforce capacity Freedom and autonomy Shared responsibility

UNDER 5’s PRIMARY SECONDARY-FE ADULT SKILLS HE

Objectives of DfES strategies

across all sectors

Flexible study Online communities of practiceAdaptive learning Integrated online services Online collaborative partnerships

Online access to information, advice, guidance, transactions Economies of scaleContributions from e-systems

Personalising the Learning Experience

Procurement Centre Partnership Network Stakeholder Groups PSX(E) DirectgovE-Consultations Mandated standards Commissioning Roadmaps Targets Inspection framework

Supporting the Learning Workforce

Integrating the e-Systems

Critical dependencies

Implementation mechanisms??

Unifying e-learning – A perspective on the 5-year strategy for education and skills

What does it take to build a self-improving system?

Unified strategy in place to support a self-improving system: local responsibility for learning design; national repository of e-learning resources; teachers trained and accredited in e-learning; shared resources and networking support development of new pedagogies; universal access; quality of evaluation able to challenge industry to improve; career rewards for high quality innovation; leaders confident in planning sustainable ICT

S1S0

S2

S3

S4

05-06

S3

S4

07-08

Workforce reform and leadership colleges focus on institutional maturity; ROI planning for ICT; ITT and CPD qualifications in e-learning for all; online partnerships; regional broadband consortia

Broadband, laptop, IWB access; online e-learning resources; partnership networks; all leadership programmes embracing ICT; an ‘e-learning champion in every institution’

S1S2

S3

S4

06-07

Transferable e-portfoliosLearners enabledStudy contractsAdaptive materialsCross-sector accessSeamless environmentsThe most difficult topics conqueredMore efficient ICTEngaged communities….

Whole institution, strategic leadership in use of ICT, pedagogy exploits ICT for PL

Most teachers, most subjects, pedagogy moving towards PL; resource planning

Good use of e-learning in some subjects, leaders engaged in planning

E-learning champions, access to broadband, PCs and e-learning content

No use of ICT in teaching

Stage 4

Stage 3

Stage 2

Stage 1

Stage 0

Why should I learn?

What can I learn?

How could I study?

How will I learn?

How do we know I’ve learned?

Where will it get me?

Personalised diagnosticsLinks to informal learning opportunitiesAccess to advice and guidance

Adaptive, interactive learning environmentsAdapting to learning style and pacePersonalised feedback and support

Partnerships offering flexible courses, modes, locations and patterns of study

Curriculum choice through partnershipsProvider flexibility and online supportOnline registration and funding transactions

Assessment on demandFormative feedbackProgress files and e-portfolios

Online needs analysis links qualifications to jobsAccess to information and guidance

The Vision: E-learning personalises the learner’s journey ~

~ at

Early yearsSchoolAdult skillsHE

Proposed priorities for delivering the unified e-learning strategy

Personalising the Learning ExperiencePedagogy: Exploit the potential quality of adaptive e-learning via commissioningAssessment: Agree programme for e-assessment, diagnosticsInspection: Drive self-improvement through a ‘maturity model’ for institutionsSupport: Mentoring schemes for learners through collaboration Quality standards: Promote best pedagogy, support R&D, challenge industry

Supporting the Learning WorkforceLeadership: Help leaders link ICT investment to strategic objectives

Provide the self-diagnostic models, management tools and support services to promote efficient use of e-learning

Staff development: Give teachers the training, tools and time for e-learningCareer development: Create reward systems for e-learning champions

Integrating the e-SystemsSharing resources: Agree universal broadband internet access

Agree roadmap for interoperability Build a thriving market:Define a common learning architecture

Develop and mandate interoperability standards Establish the centralised procurement framework

Unifying learner support: Agree the common data set, unique learner record, data warehousing, unified systems for delivery

Individual teaching to rehearse progressively more complex procedures with feedback

Virtual learning environment for supported practice of skills – e.g. safety at work

Creative tool for learners to control their engagement with e.g. drama

Presentational material, with multiple choice as feedback (HMT-funded materials)

What do we mean by “Personalising the learning experience”?From presentational designs (electronic books), which under-exploit the technology…

… to interactive, independent learning with formative feedback

What do we mean by“Supporting the learning workforcethrough achieving economies of scale”?

… to disaggregated tools and assets -teachers can share, improve, innovate and exchange, building the pedagogical knowledge base

From aggregated form and content (packages) which restrict teacher innovation…

modernisticmodernistic

Object 3

YES NO

Links to other students’ ideas, and toexperts’ categories

Burn easilyBurn easily

A concept-generation exercise for art history

The same format re-used for chemistry

Individual teaching to rehearse progressively more complex procedures with feedback

Creative tool for learners to control their engagement with e.g. drama

What do we mean by“Integrating the e-systems”?

Institutions personalise online information, linking learning and teaching activities to student records

Teachers can drop material from public libraries into their own lesson-planning system

Coordinated websites within the Learning Franchise create a seamless information and transactional environment for learners

Learner data is transferred between institutions, supporting smooth transitions from primary to secondary to college

Interoperable systems enable schools/colleges to collaborate in support of the 14-19 strategy

Learners (or parents) can access online resources, peer interaction, and support, from home or work

Moving towards a Unified e-Learning Strategy…

Strategic innovation led by institutional leaders

Sustainable provision linked to strategic aims

Universal access and embedded use in all institutions

System-wide approach to strategic actions

Adaptive activities supporting learners’ individual needs

Generic design tools to engage all teachers

Teaching as a professional, innovative activity

Inclusion of e-enabled learning skills and application

Approved technical and quality standards cross-sector

Central framework for ICT infrastructure services

Innovation led by enthusiasts only

External funding for hardware provision

Variable access and usage by institution

Fragmented, sector-based e-learning practice

Topic-based content with limited activities

Minimal involvement of teachers in design

Teaching as a skill learned once

Ass’t of traditional skills and knowledge only

Local, sector-based standards and practices

Localised procurement practices

The ‘Personalisation’ delivery chain

Learners

Community/Workplace/ Region

NDPBsPartners

School/College etc. Teachers

Match needs to repertoire of teaching strategies

Assess needs and capabilities

Multi-agency networks for information, support and communicationSelf-generating excellence across the community

Funding agenciesContent suppliersICT suppliersAssessment and qualification frameworkInspection criteria and standardsStaff training

Broader curriculum and pathwaysDeploy staff and resources to create flexibility and choiceE-transactions and information

NeedsPreferencesDemands

Joined-up fundingE-Government and interoperable systemsStandards (T, Q, A)Assessment reformInspection reformStaff development

Broadband connectivityUniversal accessULNE-portfolios

Centralised procurementShareable tools and resourcesOnline communities

Online diagnosticsFormative e-assessmentMIS/VLE systemsAdaptive learning Interactive learning and collaboration

Critical dependencies to be addressed by the Strategy

Critical uncertainties facing e-learning the Edinburgh Scenarios

Acceptance and adoption of technology in societyPartial acceptancePatchy adoptionTechnology frustratesRuns counter to needsDriven by technology

High acceptanceWidespread adoptionTechnology empowersAligns with human needsDriven by society

Sources of power, influence and new ideasSelf-organizedDiffusedDecentralizedEmergent

ConventionalInstitutionalizedCentralizedEstablished

Source: eLearn International, 2004

Combining the uncertainties gives us the following matrix…

Technology empowers

Sources of power, influence and new ideas

Acc

epta

nce

and

adop

tion

of te

chno

logy

in s

ocie

ty

Emergent

Technology frustrates

Web of Confidence

U Choose

Vanilla

Back to the Future

Established

Source: eLearn International, 2004

Technology empowers ‘The Edinburgh Scenarios’ – the story so far…

Towards the Web of Confidence

The Unified E-Learning Strategy

Sel

f-org

an is

ed

Con

vent

iona

l

Technology frustrates … can we accelerate progress?

Technology empowers Brakes and Drivers - what are they?

Technology frustrates

Con

vent

iona

l

Towards the Web of Confidence

Government devolves - an adaptive stateTeachers professionalisedLearner demand

ICT industryConsumer demandEmployer needs

Institutional costsLack of leadershipUnder-developed teaching workforceNo standards, poor content

Lack of trustFear of riskAssessment

Sel

f-org

an is

ed

Technology empowers Brakes and Drivers - how are we progressing?

Technology frustrates

Con

vent

iona

l

Towards the Web of Confidence

Government devolves - an adaptive stateTeachers professionalisedLearner demand

ICT industryConsumer demandEmployer needs

Institutional costsLack of leadershipUnder-developed teaching workforceNo standards, poor content

Lack of trustFear of riskAssessment

Sel

f-org

an is

ed

Technology empowers If we reduce the brakes…

Institutional costsLack of leadershipUnder-developed teaching workforceNo standards, poor content

Lack of trustFear of riskAssessment

Lack of trustFear of riskAssessment

Con

vent

iona

l

Towards the Web of Confidence

Government devolves - an adaptive stateTeachers professionalisedLearner demand

ICT industryConsumer demandEmployer needs

Institutional costsLack of leadershipUnder-developed teaching workforceNo standards, poor content S

elf-o

rgan

ised

Technology frustrates

Technology empowers If we reduce the brakes… and make them drivers…

Institutional costsLack of leadershipUnder-developed teaching workforceNo standards, poor content

Institutional costsLack of leadershipUnder-developed teaching workforceNo standards, poor content

Lack of trustFear of riskAssessment

Lack of trustFear of riskAssessment

Con

vent

iona

l

Towards the Web of Confidence

Government devolves - an adaptive stateTeachers professionalisedLearner demand

ICT industryConsumer demandEmployer needsLeadership for sustainabilityStandards, reusable content

Shared riskAssessment reform

Sel

f-org

an is

ed

Technology frustrates - then we can accelerate progress

For a Unified e-Learning Strategy,Government must play its part in ~

Leading sustainable universal e-learningGiving teachers design tools and networks to innovateMaking the education workforce e-learning proficientUnifying learner support through joined-up systemsModernised assessment – content, criteria, methodsBuilding a better e-learning marketStandards for shareable, quality content

Towards a Unified eTowards a Unified e--Learning StrategyLearning StrategyConsultation exercise and Responseswww.dfes.gov.uk/elearningstrategy

Diana LaurillardHead, e-Learning Strategy Unit

Why should my child need to learn?

What can I/my child learn?

How could my child study?

How will my child learn?

Where will it get them?

Personalised needs-benefits analysis for carersOnline access to information on learning opportunitiesAccess to advice and guidance on parenting

Broad curriculum to engage learner interestLinking early skills to adult basic skills

Multi-agency support via online collaborationInternet links to study at home

Interactive learning environments adapting to learning style and pace

Assessment data as feedback on progressDiagnostics for learning disabilities

Support for transition between phases

The contribution of e-learning to the EARLYEARLY learner’s journey

How do we know they’ve learned?

Why should I learn?

What can I learn?

How could I study?

How will I learn?

Where will it get me?

Personalised needs-benefits analysis for qualifications - jobsOnline access to information on learning opportunitiesHyperlinks from interests to informal to formal learning

Interactive learning environments adapting to learning style and paceActive, creative learning tasks

Broad curriculum to engage learner interestVirtual environments extend the classroom into the field or the workplace

More independent study, online collaboration, video-conferencingInternet links to study at home

Assessment data used as formative feedback on progress

Support for transition within 14-19

The contribution of e-learning to the SCHOOLSCHOOL learner’s journey

How do we know I’ve learned?

Why should I learn?

What can I learn?

How could I study?

How will I learn?

Where will it get me?

Personalised needs-benefits analysis for qualifications - jobsOnline sites linking employer demand to learning opportunitiesSelf-administered diagnostic tests on basic skills

Partnerships offering personalised skills curriculum to engage learner interest

Flexible study support via online access and collaborationInternet links to study at home/work

Motivating skill-learning environments adapting to learner’s style and pace

Online assessment on-demand, linked to units of just-in-time learning

Online job-huntingPersonalised needs analysisE-portfolios assist transition

The contribution of e-learning to the ADULTADULT learner’s journey

How do we know I’ve learned?

Why should I learn?

What can I learn?

How could I study?

How will I learn?

How do we know I’ve learned?

Where will it get me?

Personalised diagnosticsLinks to informal learning opportunitiesAccess to advice and guidance

Adaptive, interactive learning environmentsAdapting to learning style and pacePersonalised feedback and support

Partnerships offering flexible courses, modes, locations and patterns of study

Curriculum choice through partnershipsProvider flexibility and online supportOnline registration and funding transactions

Assessment on demandFormative feedbackProgress files and e-portfolios

Online needs analysis links qualifications to jobsAccess to information and guidance

The Vision: E-learning personalises the learner’s journey ~

~ at

Early yearsSchoolAdult skillsHE

The e-learning offer to learners: the Learner’s Community - an ‘end-to-end’ interactive transactional system to take the learner from sceptical enquiry to fulfilment – powered by the joined-up databases and information systems provided by DirectGov- populated by learning and accreditation providers who offer e-learning products and services alongside traditional formats– online learning materials, online assessment, access to other learners, mentors, tutors and experts